Teaching Philosophy

(This page is always under construction.)

We begin with the folk-definition of teaching as "Mark Hopkins at one end of a log and the student at the other." It is a comfortable definition because it is simple and clear. It is also problematic because (a) very few know who Mark Hopkins was (first president of Columbia University, I believe), (b) It is American based, and (c) it is minimalist.

Nevertheless, it is a good starting place, if it is considered more metaphoric than concrete. Thus, Mark Hopkins represents any good teacher; the log represents a mode of transmission which today might include a textbook, but also a high speed internet connection; the student represents the learner. There is a hint of a one-on-one element to this definition, that provides a personal touch, and even the possibility of constructivist learning. No one says that the flow has to be one way, from teacher to learner; indeed on a log, the conversation moves in both directions. Content ... the stuff to be learned ... seems to be missing from this definition. One supposes that it is within the expert, or teacher, or Mark Hopkins, but it might also be in the student, in Platonic fashion, or it might be in the surrounding environment.

The above folk definition is easily expanded more academically via the Schwab commonplaces ... teacher, learner, content and context (milieu).

My teaching philosophy, then, is centered on the above components. But there is more. In particular, I believe in the use of instructional technology as an integral component of the teaching/learning equation. I teach with technololgy. And, not just computers, but all technologies. Film, video and audio can and do make siginificant contributions to learning. Music is not normally considered a support technology, but I use music in a variety of ways to support my academic arguments. Popular culture also can provide important reference points, and I have no hesitation in pulling in whatever might support my teaching.

Teaching also involves a chance for students to discuss. Sometimes, I think I do my best teaching when I simply ask a question, then back off, and let the discussion go. Of course, one needs to moderate, to be sure one doesn't get too far off base.

Clear precise objectives, in a Tylerian sense, represent only one mode of teaching, I like Kliebard's three metaphors which see teaching alternatively as production, growth and travel. Each is different; each is relevant in places; and I believe my teaching reflects at all times at least one of these models.

Denis Hlynka, Ph.D.
Email: dhlynka@cc.umanitoba.ca
Website: umanitoba.ca/centres/ukrainian_canadian/hlynka

Professor, Department of Curriculum, Teaching and Learning
Office: 236 Education Building
Phone: (204) 474-9062

Acting Director, Centre for Ukrainian Canadian Studies
Office: 207-29 Dysart Road
Phone: (204) 474-8907
Fax: (204) 474-7624